Skip to main content

Media Literacy in the Secondary Classroom

Renee Hobbs at the Media School at Indiana University Bloomington

DATE: MONDAY, June 24, 2019

TIME: All day

LOCATION: The Media School, Indiana University Bloomington

LEARN MORE: Media Literacy in the Secondary Classroom, June 24-26

Participants will begin this three-day workshop with sessions led by internationally renowned media literacy expert Renee Hobbs. Hobbs will help teachers link critical media analysis and reading comprehension literacies, plus help them see themselves as media makers. IU Media School faculty and media professionals will lead additional sessions on news literacy, information media, and entertainment media. During the workshop, participants will develop plans for integrating media literacy into their courses and will participate in hands-on media projects that they’ll share the last afternoon of the workshop. See tentative schedule for further details. This workshop is designed for those who teach English, Journalism, and Social Studies for grades 6-12, in addition to school librarians/media specialists and instructional technology specialists. This program has been made possible through a grant from Indiana Humanities in cooperation with the National Endowment for the Humanities. 


Welcome & Framing: What is Needed to Integrate Media Literacy into the K-12 Curriculum?

1. Reflect on Your Love-Hate Relationship with Media, Technology & Popular Culture. Take the Digital Horoscope Motivations Quiz. 


2. Media literacy is inquiry: "asking critical questions about what you watch, use, play, listen to and read." Play the Inquiry Game (2 people generate questions). Then Annotate a YouTube video. 

3. Media literacy is an expanded conceptualization of literacy. Use the Media Literacy Smartphone to view and discuss: The Library and Teaching Trailers. 


4. The Study of Propaganda in Secondary School. Discuss: Why is it important? What can go wrong? Activity: Defining Propaganda.

5. Explore Mind Over Media Online Gallery and evaluate examples of propaganda. Activity: To Share or Not to Share

6.  Reading and Analyzing a Meme: Digital Annotation Activity.  Brexit / Putin / Lettuce

7. Where Propaganda Can Be Found: Activity: Create a collaborative slide deck. 

8. Reflect: Why multimedia learning is transformative. Why media literacy educators rely on fair use. User Rights Section 107 AND Ithaca College Media Literacy Curriculum. 


9. Discuss 10 Theoretical ideas about media literacy education that relate to the practice of teaching and learning. Comment and apply 1 ML theory to school and everyday life using Flipgrid. 

10. Your Turn to Create. Consider these questions as you create a Spark Video (and see Renee's completed Spark video below):

  • How are your students "asking critical questions" AND ‚Äúcreating to learn‚ÄĚ in your classroom?
  • How are you supporting the development of students‚Äô confidence in making interpretations and their authority as digital authors?
  • What current activities could be modified so that students experience the power of media literacy?
  • What potential impact might these learning experiences have for learners?


Download Renee's PPT SLIDE DECK -- click here

Digital and Media Literacy HOROSCOPE Motivations



Create to Learn Online

Copyright Clarity


Hobbs, R., Deslauriers, E. & Steager, P. (2019). Library Screen Scene: Film and Media Literacy in School, Public and Academic Libraries. New York: Oxford University Press.

Hobbs, R. (2019). Media literacy foundations. In R. Hobbs and P. Mihailidis (Eds.), The International Encyclopedia of Media Literacy (pp. 851 - 870). Boston: Wiley Blackwell and the International Communication Association.

Hobbs, R. (2019). Transgression as creative freedom and creative control in the media production classroom. International Electronic Journal of Elementary Education 11(3), 207 ‚Äď 215.

Hobbs, R. (2017). Create to Learn: Introduction to Digital Literacy. Wiley-Blackwell. 

Hobbs, R. & Tuzel, S. (2017). Teacher motivations for digital and media literacy: An examination of Turkish educators. British Journal of Educational Technology 48(1), 7 ‚Äď 22. DOI: 10.1111/bjet.12326